THE EFFECT OF GROUP DISCUSSION TO
INCREASE STUDENTS ABILITY IN WRITING RECOUNT TEXT: A CASE STUDY AT THE SECOND
YEAR STUDENTS OF MTS NW MATARAM

IN ACADEMIC YEAR 2011/2012

CHAPTER
I

INTRODUCTION

1.1.
Background of the study

English is very important language in
the world. It uses as a medium of conveying knowledge and it is very
contributive language for learning various kinds of knowledge such as science,
history, culture, politics, and economics and so on.English as a foreign
language is not just only used as a daily communication, but it is also used to
gain knowledge. In teaching English there are four basic skills, they are
reading, language area. If the students need to master English, they must
develop the four skills. (Maharani, 2007:1).

The fourth that skill each other
interconnected one another. Example, if we will to write, we start with other
activity like reading. Writing and reading are like two part of money equipping
one another. Writing skill is impossible without reading custom because reading
will broaden knowledge and perception. Writing involves some language
components (spelling, grammar, vocabulary, and punctuation). This is in line
with what is stated by Braine and Claire May (1996:60), writing clear sentences
requires you to learn the rules of English grammar and mechanics such as the
correct use of verbs and pronouns, as well as commas and other marks of
punctuation.

There are various ways
to organize the sentences in a piece of writing. One of them is recount text.
Recount text is the form of text that aims at retelling events for the purpose
of informing or entertaining. In the recount text, the sentences are usually
organized according to time order or chronological order. One thing happens and
then another thing happens, and the events are told in the same order.

According to Suparno and Yunus (2003)
writing is expressing idea, concept, feeling or opinion by using written
language. Writing can be defined by as an activity of forwarding of message,
(communication) by using written language as media. Communication in written
language have four elements that are, writer as consignor of message, writing
content, media in the form of article, and reader as receiver of message. Based
on my experiences, there are some problems found in the field when giving
writing materials to the students, especially the recount text.

First problem is that the students writing are
not comprehensible, because the content of the composition is not relevant to
the topic, the ideas are not clearly stated, the ideas and sentences are not
well organized. The second problem is that there are many errors in vocabulary,
grammar, and spelling. Another problem is the students have low motivation and
are not interested in doing the task since the writing activities are not
interesting. Usually, the students are asked to write sentences and paragraphs
without being given some clue so that it is difficult for them to express their
ideas on a piece of paper.

In the competence based curriculum 2004,
recount is being taught in the year ten, so the year twelve students have
mastered how to write a good recount composition in English. They have had the
basic of making a goodcomposition in English. Contrasted with the fact, we
still find any mistakes from the students who try to write their recount text.
Most of students have problems in finding a good diction for their recount
writing, improving the idea and use of the grammar within the story (Zuhri,
2009: V).

Students find learning English very
difficult and complex. Of the four skills, writing is considered a complicated
skill for students to master as it involves a complex activity requiring a
variety of skill. Mukminatin (1997) in Hafniah (2008) reported why students
have difficulties in writing English. She states that writing in English is not
a simple matter because when someone writes something, he or she demonstrates
not only his or her competence in grammar of English, but also his or her
knowledge in the acceptable English rhetoric and the communicative aspect of
writing in English.

Byrne (1988) in Purwanti (2008), states
that writing is difficult for students because they are required to write on
their own without any interaction or feedback. He further states that in
writing the students have to compose their writing by using their own choice of
sentence structure and organize their own ideas in such a way that the reader
can understand them. And the students sometimes often confuse when retelling
experience past tense, because limitation mastering grammar. Until this is
basically the students don’t like study English. They also find it difficult to
build and to develop their ideas, to choose right diction and to use grammar.
Moreover, someone who wants to write a text should know the steps in writing
process and aspects of writing. He/she must be able to organize the idea, to
construct the sentence, to use punctuation and spelling well. Apart from that,
they must be able to arrange their writing into cohesive and coherent
paragraphs and texts (Peha, 2002:23). As a matter of a fact, we still have some
lakes in quality of writing product especially in producing text. In general,
if we look at the reality, we will find that students still have problems in
producing good writing.

Besides that, the students have difficulty at
telling their experience. This is because writing is difficult for them since
they have to master enough vocabulary, spelling, and grammar. In reference to
the explanations above and the strong desire of finding the solution of these
problems, the writer has motivation to do the research in improving the
teaching of writing in real class by using group discussionas the instructional media. It is hoped that
the group discussion improve the students’ ability in writing, especially
recount text.

1.2StatementofProblem

This
study tries to find the answers to the following research question:

“Are there any effects of group discussion
related to the student’s ability in writing recount text”?

1.3
Purpose of the Study

According
to the formulation of the problem above, the aims of this study are to:

“Investigate
the effectiveness of using group discussion in order to increase student’s
ability in writing recount text”.

1.4 Scope and Limitation of the
Study

The
subject of the study is limited to the second year students of junior high
school of MTS NW Mataram. The scope of the study is the uses of simple past
tense in writing a text of recount for the second year students of Junior High
School.

1.5
Significance ofthe study

The
findings of this study are expected to be useful for students. Teachers or
educational institution as follows:

1.The students will be motivated to learn
English using recount text so that they can increase and improve their ability
in writing skills and grammar content.

2.To the teachers (especially English
teachers), the result of this research can be used directly by teachers in
teaching learning activities to solve problems faced by students in relation to teaching-learning
of grammar especially in the context of writing recount text.

1.6Hypothesis

Based on
the problem statements that presented by the writer, the

Research was done and found that is hypothesis isPositive Hypothesis
(Ha): there is significant effect of group discussion to increase student’s
ability in WritingRecount text.

1.6
Definition of the key terms

Some
terms used in this report can be defined as follows:

a.Effect is words indicate things, which
arise out of some antecedent, or follow as a consequence.

b.Recount text is a kind of text that
retells events for the purpose of informing or entertaining

c.Student’s ability means the students
capacity or skills in writing a text of recount

d.Writing is an activity to write
something (e.g. a book, article, essays).

e.Grouping discussion is a modified form of classroom lecture where the focus
is shared between the instructor and the students for information transfer.

f.Second Year Students are the Students
Second grade at Junior High School

CHAPTER II

REVIEW OF RELATED
LITERATURE

2.1.DefinitionofWriting

People were not born with language. They have to
learn how to use it and understand it so they can gain meaning and communicate
their message to other. A language: English example has a system of sounds (for
speaking) and symbol (for writing) which can be arranged in patterns to
communicate meaning between those who know the system. Texts are pieces of
spoken or written language created for particular purpose. When someone speak
or writes, she/he created texts. When we listen, read or vies texts, we
interpret them for meaning (august, 2004).

Oshima and hogue (1981), state that writing is one
of the most effective ways to develop thinking. Testing each kill is uniquely
difficult, but testing writing present two particular problems. The first is
making decisions about the matter of control, objectivity of the evaluation,
and naturalness in the writing test. If you decide to test writing in a
controlled way and in a way that does not necessarily reflect how the students
use the writing in the real world. If on the other hand, you test writing in a
way that would reflect how the students use writing in the real world, it is
difficult to have control over the writing and to evaluate the students work
objectively.

Human being communicate with others using language.
They have many different ways in sending a message to others. According to
Marsudi (in Syahrial, 1990) human used symbol of sound that can differ from
animal to communicate with others. These articulate sounds are called spoken.
Thus, we can say that language is an instrument of communication.In this era
when English is used by so many people on an international scale and so many
areas of daily life. It is not surprising that English become important. In all
aspect of human life, English is commonly spoken or used by many people. The
use includes informative aspect, for example, majority of electronic media such
computer are programmed in English, magazine and newspapers are written in
English.

Writing is a progressive activity. This
means that when you first write something down, you have already been thinking
about what you are going to say and how you are going to say it. That after you
have finished writing, you read over what you have written and make changes and
corrections. Therefore, writing is never one- step action; it is a process that
has several steps.

2.1.1
The stage in writing process

Whatever you are writing habits, they
are simply the enabling conditions that allow you to begin and pursue writing
process. These habits are the physical and psychological scenery for the
central action. The intellectual procedure performs as move through of stage to
produce a piece of writing. According to McCrimmon(1983: 10)The writingprocess will be
divided into three stages, they are:

1.Planning

Planning
is any orderly procedure used to bring about a desired result. As the first
stage in the writing process, planning is of strategies designed to find and
produce information in writing. When you begin any writing project, you need to
discover what is possible. You need to locate and explore a variety of
subjects.

2.Drafting

Drafting
in procedure for drawing an up preliminary, As the second stage in the writing process,
drafting is a strategies designed to organize and develop a sustained piece of
writing .Once planning has enabled to indentify several subjects and encouraged
you to gather information on those different perspectives, you need to
determine what you can best accomplish in writing.

3.Revising

Revising
is a procedure for improving or correcting a work in progress. As the third and
final stage in the writing process, revising is a strategies designed to
re-examine and re-evaluate the choices that that have created a pieceof
writing. After have completed the preliminary draft, than to stand back from
the text and decide what actions would seem to be most productive.

Writing is one of the language skills to be learned
beside speaking, reading and listening. The teaching of writing might be
combined with the teaching of the other language skill or component of language
skills such grammar and pronunciation.

The writing activities should be structures in ways
that help students learn to produce cohesive and discourse on their way to
become self sponsors of their own writing.

Harries in hamidsyukrie (1992:4) state that the
aspect that build writing are the content of the writing (how to organize it),
grammar (structures and dictions) and how to writing the spelling, punctuation
and capitalization.

According to Abisamra (1996) in her English journal
of teaching grammar in the context of writing said that an effective writing
should consist of elements below:

a.Focused on the topic and doesn’t contain
extraneous or lose related information.

b.Has an organizational pattern that
enables the reader to follow the flow of ideas because it contains a beginning,
middle and end and uses transitional devices.

c.A written task should contain supporting
ideas that are developed through the use of details, example, vivid language,
and mature of word choice.

d.A written task should follow the
conventions of standard written English (i.e. punctuation, capitalization, and
spelling) and has variation in sentence structure.

According to Anderson (1997: 48) a
recount is speaking orwriting about past
events or a piece of text that retells past events,usually in the order which
they happened. Recount text means theform of the text telling about someone
experience in the past thatused in curriculum 2004, there for the experience of
the readersthemselves, such as their adventure and their day’s activities.
RecountText means telling about oneself adventures or the day’s activities(Echols,
1975: 471).

A recount has social function.
Recount “tell what happened”. The purpose of a social recount is to document an
event and evaluate their significance in some way. It is also to give the
audience a descriptions of what occurred and when it occurred. The purpose of
the literary / story recount is to tell a sequence of events so that it
entertains. The story recount has expressions of attitude and feeling, usually
made by narrator about the events.

2.1.2. Kinds
of text writing

There are five kinds of text writing in junior high
school (Maharan, 2007:65), they are:

1.Descriptive Text

Descriptive
text is used to describe special someone, something, or place. Descriptive text
appeals to the senses, so it tell how something looks, fells, smells, tastes,
and sounds.

A
good descriptive is like a “word picture” reader can image the object, place,
or person in his or her mind.

2.Recount Text

Recount
text is used to retell past event in order of time or place. What happen on
Sunday, than on Monday, than on Tuesday? In simple way, recount describes event
in detail it does not expose the struggle on how to make them happen. The event
happened smoothly.

3.Narrative Text

Narrative
text is used to entertain readers, which has problem and solution. Narrative
text is story writing. Narrative is about events in order that they happened.
In other words, use time order to organize your sentence.

4.Procedure Text

Procedure
text is use to tell how to make or operate something.

5.Report Text

Report
text is use to inform place, people, or things in general.

2.2.RecountText Writing

Text recount is text function as for telling an
incident in the past. The incident write in the same manner as that incident
happen in the past. Recount text can shape fiction or obvious. Recount texts
present the experiences in order of time or place. In simple way recount text
of event in. It does not expose the struggle on how to make them happen. The
purpose of a recount is to list and describe past experiences by retelling
events in order in which they happened (chronological order).

There are three types of recount (Wing
Jan, 1991:36)

1). Personal Recount. These usually
retell an event that the writer was personally involved in.

2). Factual Recount. This type refers to recording an incident.

3). Imaginative Recount. Writing an
imaginary role and giving details of events.

Recount text is written in the past tense. Frequent
use in made of words, which link events in time. Such as next: later, when,
then, after, before, first, at the same time, etc. Text recount describe
events, so plenty of use in made of verbs (action words) and of adverb (which
describe or add more detail to verbs) detail are often chosen to add interest
of hum our. The recount, Use of personal pronouns (I, we) and the passive voice
may be used. Structure of text recount is :( a) the recount text has a title,
Which usually summarizes the text, (b) specific participants, (c) the basic
recount consist ofthree part, (d)
details are selected to help the reader reconstruct the activity or incident
(factual recount), (e) detail of time, place and incident need to be clearly
stated, (f) descriptive details may also be required to provide information (g)
includes personal thought/reactions (imaginative recount).

The Teaching of Writing for SMP Students According
to English Syllabus of School Unit Level Curriculum (KTSP), the teaching of
writing for SMA students involves the teaching of paragraphs or text. The texts
advocated are: recount, narrative, descriptive, procedure and report. Recount
text is a kind of text that is usually found or presented in journals, diary,
personal letter, biography, travel report, police report, sport report,
history, etc. The main elements of recount are orientation, list of events, and
reorientation. In the orientation step the writer mentions people and things
that are involved, time of the event, the place, and the situation. In the list
of events, the writer tells the events happen chronologically. In the
reorientation, the writer concludes the story by giving comments. Narrative
text is a kind of text that tells a story. It is developed in some steps:
orientation, complication, resolution, evaluation, and reorientation. In the
step of orientation, the writer tells the characters in the story, their names
and the place they live, their ages, their condition, and their willing. In the
complication step, the writer presents the unexpected event that happens to the
characters. In the resolution step, the writer tells how the complication is
solved. In the evaluation step, the writer invites the reader to think what
meaning or values that are taken from the story. In the reorientation step, the
writer concludes the story by giving comments. Descriptive text is a kind of
text to describe something, people, or objects. Procedure text is a kind of
text that tells a procedure of making something. Meanwhile, report text is a
kind of text to report an event, things in the world, animals, and flora. In
this study, the focus is only to recount text, since this kind of text becomes
problems for the students and it needs to be solved immediately. The strategy
applied to improve the students ability in writing recount text is pyramid
planning strategy.

2.3.
The Terms of Recount Text

There are some kind of texts (genre) in
English teaching, for example, expository, discussion, explanation, recount,
narrative, and anecdote. The based competency which dealt with the mastering of
this type of text is the students should be able to run communication both
orally or written.Recount is a text that has social function to retell events
for the purpose of informing or entertaining. When you tell about happenings in
the past it means that you make a recount text. Below are the generic/
schematic structures of a recount text:

a.
Orientation (provides the setting and introduces participants)

b.
Events (tell what happened in what sequence)

c.
Re-orientation (optional- closure of events)

In the means of orientation recount text
giving the reader/ listener the background information needed to understand the
text (who was involved, where it happened). Then the recount unfolds with an events
ordered in a chronology cal sequence.While the language features of recount
text consist of underline the participants in the text, circle the material
process in the text, and write down all the verbs written in past tense.

In standard competency in English
(Depdiknas, 2003: 78) there are the significance lexicogrammatical features of
recount text:

a.
Focus on specific participants

b.
Uses of material processes

c.
Circumstances of time and place

d.
Use of past tense

e.
Focus on temporal sequence

Recount text refers to the text that
tells a story that has happened in the past. It can be in the form of personal
letters, diary, history, biography or autobiography and the similar (2004: 34)
(Depdiknas, 2004: 26).Derewianka in
Depdiknas (2004: 34) listed out three major types of recount text:

1.Personal recount

Personal
recount describes an event where the writer or the author is doing the action
by himself. It includes in the story, funny events which is written on the
diary.

The
characteristic of personal recount is that the use the first person’s pronouns,
personal response to the events can be included (usually at the end of the
text).

2.Factual recount

Factual
recount describes the facts of events, such research report, reports on the
magazines, and so forth. There are some characteristics of factual recount:

a.It uses the third pronouns

b.Its details are usually selected to help
the reader to reconstruct the activity or incident accurately

c.Mention of personal feeling is probably
not appropriate

d.Sometime the ending describes the
outcome of the activity

e.Details of time, place and manner may
need to be precisely stated

f.It may be appropriate to include explanation
and justifications

3.Imaginative recount

Imaginative
recount describes the story or fiction, for example, the texts for teaching
language. The imaginative recount usually, written in the first person, and
need not to include personal reactions.

CHAPTER III

RESEARCH METHOD

3.1 Research Design

Subjana and Ibrahim (2001:195) state that the
analysis content using frequency measure symbol or attribute, or using numeral
(numeric) in order that contains more precise purpose better than using word: more
less,more less, lessees, increase, etc.
Based on the above statement, the method used in this research is a
quantitative method. Data obtained from descriptive research is generally
analyzed statistically which refers to a set of procedures that used to
describe different aspect of data.

3.2 Population and Sample of the Study

3.2.1. Population

Nawawchi (1998) explains that: “population is all of
research object such as human, animals, plants, indications, test grade or
incidents as source of data which it have certain characteristic in
research.The population of this study is the second year students at MTS NW
Mataram in academic year 2012/2013. The number of population of this study is 35 students.

3.2.2. Sample

According to Arikunto (2002:28), if the subject is
less than 100, it is better to take the entire subject. Furthermore, if the
subject is great in number, it can be take between 10-15% or 20-25% or more. In
this research the writer, take 100%
from the class. So the sample of this study comprises of 35 students.

3.3. Research Instrument

In this study, the writer
used a test as the instrument in collecting data. An instrument is important to
find out result of the research, so the instruments must be prepared well. In
this study, there are two tests, pre-test and post-test in the pre-test, the
students are asked to make a recount text. In addition, in the post-test the
students will be asked to make a recount text based on the experience.

3.4. Data collection procedure

In collecting, the researcher uses some steps as follows:

a.The researcher gives a test to the students to
answer it.

b.The researcher asks the students to write good
recount text a topic which can be selected in the test.

c.Before doing the test, the researcher explains to
the students how to answer and to write writing text.

d.They are asked to finish the test toward group
discussion

e.They are asked to write the paragraph by using their
own words.

f.Before doing the test,the
researcher explains to the students how to answer and to write writingtext.

g.They are asked to write the
paragraph by using their own words.

3.5. Method of data Collection

The result of the students writing based on the
scoring on the scoring system issued by Heaton (1975:137)

No.

Elements

Score

Very
excellent

Excellent

Good

Fairly Good

Terrible

1

2

3

4

Grammar

Vocabulary

Mechanic

Fluency and
relevance

5

5

5

5

4

4

4

4

3

3

3

3

2

2

2

2

1

1

1

1

Note: Grammar refers to the sentence structures used
in the writing satisfies.

Vocabulary refers to the lexical items appearing in
them; Mechanic refers to the ability to write or use correctly those
conventions peculiar to the written language like punctuation and appealing;
fluency refers to the style and easy of communication and relevancy refer to
the fact that the task demanded of the students.To score the students writing
scripts the writer uses subjective scoring, which is done analytically based on
the following consideration (Carrol, et al, 1985).

a. Grammar

1. If the writing script uses complete and perfect grammar

2. If it contains random
mistakes in using verb be form nouns, adverbs, nd adjectives.

3. If it contains mistakes
in using verbs.

4. If it reflects
Indonesia structure but still understandable

5. If it meaningless

b. Vocabulary

To scope the vocabulary based on the members of word
used the score will be:

1. If more than 50
different words

2. If 40 – 49 different
words

3. If 30 – 39 different
words

4. If 20 – 29 different
words

5. If less than 20 different
words

c. The scoring on mechanic
based on the students ability to use that convention peculiar to the written
language like punctuation and spelling.

The score
will be:

1. If the writing is fluency and relevance enough to the topic

2. If there is slight
shift of topic between sentences but does not disturbcohesion

3. If there is a lack of cohesion

4. If there are some random mistakes in sentences order

5. If the writing script is poor of unity

3.6. Technique of Data Analysis

After gathering the data,
the research continued to the next step of analyzing the data. In data
analysis, the writer used descriptive method. It means that after identifying
each of the students writing. The research described the samples that have
excellent, good, fairly good and terrible. Later, the result of this study
leads the research to take conclusion.

1.Regarding the score and for the sake of data
analysis, four main elements for writing skill are scored, namely, grammar,
vocabulary, and mechanic and the last is fluency and relevance. The writer
herself under the guidance of her first and second consultant scores them.
Moreover to identify the individual sample writing raw score, the writer uses
the following formula:

X= X1 + X2 + X3 + X4

Where:

X1 = Grammar

X2 = Vocabulary

X3 = Mechanics

X4 = Fluency
and Relevant.

Classification

Score

Excellent

13-16

Good

9-12

Fairly good

5-8

Terrible

-4

2.Compare the result of the mean score of the students
ability in writing simple paragraph with the guidelines as issued by Heaton
(1989:137).

3.Calculating the students score percentages:

P = x/n

Where:

P= proportion of sample

x= Number of students that
includes in certain category

n= Number of sample

To analyze the data
obtained, the writer used a descriptive method of analysis. To analyze the
result of the test, the following steps would be wisely applied

The data from test result
namely the students individual score analyzed statistically following the
procedures below. First, find out the mean score of each treatment by using the
formula:

Md= Ʃ d

N

Md = Mean score of deviation of pre-test and post-test

Ʃd = Sum of gain pre-test and
post-test

N = the number of subjective.

The mean score obtained
through the above formula are analyze and interpreted. Finally to computation
of correlation coefficient of the two mean score is significant or not. For the
sake of the computation applies the formula by Arikunto (2006:306):

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